Why did the instructor manuals change? It wasn't the “writing across the curriculum” and “teaching thinking” movements. Authors may have been energized by the broadly-based movement in academia towards collaborative and active learning, the interest in learning styles, and the debate on “open classrooms.” And how could we omit the demands from accrediting agencies to assess student learning in skills and substance? All these factors accompanied the computer revolution on campuses, replete with labs for students, increasing private ownership, and technological support for instructors. Just as significant were expansion of the Internet, computer literacy among more instructors, and the use of new technologies. Instructors adopted video projectors, PowerPoint presentations, Web CT, BlackBoard, or other platforms to augment courses. In this milieu, authors developed curriculum modules to enhance the learning experience, and were willing to share their creations as well as teaching techniques. Whatever the cause, many of the current manuals and companion web sites offer exciting features.
This review article endeavors to categorize, report, and roughly rate the variety of support materials available for sixteen current texts.1
John Baylis and Steve Smith, The Globalization of World Politics, 2nd ed. (Oxford: Oxford University Press, 2001), companion web site. Dan Caldwell, World Politics and You (Upper Saddle River, NJ: Prentice Hall, 2000). Walter C. Clemens, Jr., Dynamics of International Relations: Conflict and Mutual Gain in an Era of Global Interdependence, 2nd ed. (Boston: Rowman and Littlefield, 2002), instructor manual: Barbara W. Hall. W. Raymond Duncan, Barbara Jancar-Webster, and Bob Switky, World Politics in the 21st Century, Update. (Boston: Longman, 2002, update 2003). Joshua Goldstein, International Relations, 5th ed. (Boston: Longman, 2003), print manual by Robert E. Breckenridge; web manual by Goldstein. Glenn Hastedt and Kay M. Knickrehm, International Politics in a Changing World. (Boston: Longman, 2003). Barry B. Hughes, Continuity and Change in World Politics: Competing Perspectives, 4th ed. (Upper Saddle River, NJ: Prentice Hall, 2000). Charles W. Kegley and Eugene R. Wittkopf, World Politics: Trend and Transformation, 8th ed. (Florence, KY: Wadsworth/Thomson, 2001), print manual by G. A.. Raymond and Lynn M. Kuzma. Robert J. Lieber, No Common Power: Understanding International Relations, 4th ed. (Upper Saddle River, NJ: Prentice Hall, 2001). Richard W. Mansbach, The Global Puzzle: Issues and Actors in World Politics, 3rd ed. (Boston: Houghton Mifflin, 2000). Karen Mingst, Essentials of International Relations, 2nd ed. (New York: W. W. Norton, 2002). Michael Roskin and Nicholas Berry, International Relations: New World of International Relations, 5th ed. (Upper Sadde River, NJ: Prentice Hall, 2002), companion web site by John Barkdull. John T. Rourke and Mark A. Boyer, World Politics: International Politics on the World Stage, 7th ed.; 4th ed. Brief. (Guilford, CT: McGraw Hill/Dushkin, 1999, 2002). Bruce R. Russett, Harvey Starr, and David Kinsella, World Politics The Menu for Choice, 6th ed. (Florence, KY: Wadsworth, 2000), companion web site, no print manual. Steven L. Spiegel and Fred L. Wehling, World Politics in a New Era, 2nd ed. (Florence, KY: Wadsworth, 1999), print manual only, by Fred Wehling and Elizabeth Matthews. Paul R. Viotti and Mark V. Kaupi, International Relations and World Politics: Security, Economy, Identity, 2nd ed. (Upper Saddle River, NJ: Prentice Hall, 2001), web author: Phil Barker; print manual: John Soares.
It does not evaluate the texts themselves, but only the instructor manuals, print and/or web.
2 A “first cut” of findings was displayed at a poster session at the Midwest Political Science Association in April, 1999. The manuals/sites have been updated repeatedly, the most recent in late June, 2002. By that time, texts by Amstutz, Pearson & Rochester, Jones, Papp, and Holsti had been discontinued.
What criteria was used to apply the Siskell & Ebert classification of “two thumbs” or “one thumb” up? The first criterion was whether or not instructor manuals offered a particular feature, either for the classroom or for out-of-class projects/assignments. The second criterion targeted the ease of use. While my assessment is subjective, I considered:
- Time and energy commitment for instructors to incorporate a feature (“design a simulation from scratch” takes more effort than adopting a simulation offered in the manual or on the web site with directions on set-up and process.)
- Time constraints in the classroom. Relatively short, well-designed classroom exercises/discussions might be of more value than a four week in-class simulation. Suggesting a portion of a video might be more realistic than advising instructors to show ten videos on one topic.
- Substantive learning value. Smallgroup projects that illustrated or applied key concepts rated higher than asking for student opinions.
- The out-of-class resources and projects should supplement the class. The methods utilized to analyze materials were:
- All focused assignments were reviewed in print manuals. Assignments for at least half of the chapters were perused in detail on web sites. The description notes if a site emphasized links to institutional sites (State Department, Embassies, CIA World Factbook, etc.), or introduced more varied sources. Also noted is incorporation of assignments that asked students to discover and report or explain their findings, as compared to browsing. (The latter would require instructors to develop assignments, thus increasing the time and effort.)
- Fifty percent of the chapters were randomly selected to check Net Search features. If the facility offered a list of concepts, events, persons, etc., 50% of the items for that chapter were searched, concentrating on results listed on the first screen. If the chapter offered only URLs (annotated or not), 50% were explored. (An occasional dead link was not penalized; URLs need to be checked at regular intervals and my search might have come at the wrong time.)
The essential issue for all supplemental efforts must be the goal of the individual instructor. If the purpose is a weekly topical exploration, then short specific assignments are necessary. If the purpose is to promote and test the acquisition or use of critical thinking skills, as well as enhance substantive knowledge, then frequent focused assignments might be preferred. Instructors could compare early and late assignments in the course, for example, to demonstrate improvement in student skills. If the purpose is to teach students web-search skills and hazards, or prepare a 10 to 20 page paper, open-ended topic searches might be the most appropriate assignment. Value is dependent upon the instructor's objectives.
This paper analyzes, reports, and assesses what each author offers in the manual, stressing the best rather than worst, but providing cautions. In-class items include role-playing simulations, case studies, class exercises, video/films, data bases for class–and whatever else a manual offers. Out-of-class support includes computer interactive projects, map exercises, focused research assignments, research paper guidance, supplemental substantive information, etc. Most instructors recognize the lack of a knowledge-base among students, especially in the freshman-sophomore years. Does the web manual offer easy ways for students to access background information? What about test banks? A higher rating went to banks that classified questions by level of difficulty or type. Web sites sometimes distinguished between short and long essay questions, the latter designed to promote intellectual skill development or apply concepts. The most basic, a collection of objective and essay questions, is not mentioned, nor is the variety of formats (hard copy or electronic) available, or the existence of sample test questions on the web site. These are commonly provided.
Authors of manuals/web sites, if different from the text author, are identified. Within each ranking, the listings are in alphabetic order. No “thumbs down” category will be given, out of respect to our colleagues who, after all, put their prime focus on the text itself. If I have left out significant texts, mea culpa.
Two Thumbs Up
Clemens, Walter C. Jr. 2002. Dynamics of International Relations: Conflict and Mutual Gain in an Era of Global Interdependence. 2nd ed. Boston: Rowman and Littlefield. Instructor Manual: Barbara W. Hall
Best features: Superb, innovative, varied, and short classroom exercises, simulations, case studies, focused videos (15 minutes to 1 hour), as well as take-home assignments. For example, Hall asks students to apply paradigms (realism, et al.) to State of the Union messages, explains how to use Billy Joel's “We Didn't Start the Fire”3
Small groups identify the people or events in the video in class, then invent new stanzas for the post-1989 period. Stanzas can be posted on a web site, or handed in, with the instructor reading some of the most notable.
to enhance learning, sets up a game theory skit, applies economic theories to NAFTA and Airbus in role-playing simulations, etc. Hall specifies data bases and how to use them in class; she offers map sources/exercises. Not only are these creative, but also convenient as all the materials needed for handouts and detailed directions are printed in the manual.
Hall offers a few focused and relevant computer interactive projects for outsideclass use (prisoner's dilemma, for example). The manual offers tightly-focused reading, as well as project-specific web sites. Essay test questions vary in intellectual level. The manual also offers a syllabus, a first-day survey, and a handout for feedback on reading assignments, all of which can help a new instructor.
Duncan, Ryamond W., Barbara Jancar-Webster, and Bob Switky. 2003. World Politics in the 21st Century, Update. New York: Longman
Best features: Focuses on mixing active-learning in classroom with lectures; offers summary of teaching techniques, and specific chapter options. (Note: some of the proposals seem to promote activity for its own sake, and may swallow up time without commensurate benefit; instructors will need to make judicious selections.)
The instructors' web site offers downloadable maps, charts, and tables from text, and a reasonably short list of web sites that might be examined in class. The student web site offers interactive simulations designed for all Longman IR texts. These decision-tree simulations promote individual response, not group interaction. The student site offers directed research questions with links specific to this text; these rank high in creativity, and provide students with non-US sources on various topics. It also offers short and long essays. This is a good source for both in-class and out-of-class support.
Goldstein, Joshua. 2003. International Relations. 5th ed. New York: Longman. Print Manual by Robert E. Breckenridge; Web Manual by Goldstein
Best feature: Password-protected instructors' pages are superb. They offer specific class exercises, with role play, that should be easy to set up and use within a class period. It also offers problems for discussion that seem provocative, and a variety of videos of different lengths. The student web manual has out-of-class interactive computer simulations on most chapters (identical for all Longman companion sites in this field). The student pages offer small guided-research projects with limited web sites, and ask students to respond for grading. These are helpful for substantive and skill development, especially for instructors who have grading assistants. The site offers assignments for the Encarta interactive web atlas. One unique assignment asks students to write haiku or free verse on concepts! The site provides a basic test bank, but does offer short and long essay questions calling for varied skills.
The print manual differs in content, offering a list of case studies and videos for topics. However, the suggestions for simulations, discussions, and exercises require instructors to do ALL the developmental work; the manual does not provide sources or suggestions.
Kegley, Charles W., and Eugene R. Wittkopf. 2001. World Politics: Trend and Transformation. 8th ed. Belmont, CA: Wadsworth/Thomson Learning. Print manual by G. A.. Raymond and Lynn M. Kuzma
Best features: The print manual (but not the web site) offers short interactive exercises for the classroom, including application of theoretic models, simulations, tacit norms, and a decision-making crisis. The manual identifies a data base for classroom demonstrations, plus hypothetical problems and discussion questions. These are high in quality. The test bank divides objective questions by three levels of difficulty; the essay questions are complex and academically rigorous. The computer interactive projects in the print manual are relevant and current.
Of less help is the listing in the print manual of several case studies per chapter (mostly from the John F. Kennedy School of Government at Harvard) without notation that these are designated for graduate or upper-level students. It lists multiple videos per chapter, often as a series of 10–13. The readings list is current, solid, and numerous. Does all this amount to overkill?
The companion site on the web is markedly different from the print manual. It offers password-protected instructor resources identical to the unprotected student site. The web links are annotated, ask questions to guide students, and go slightly beyond the basic institutional links. Some chapter links are curiously biased; the chapter on rival theoretical interpretations includes annotated links to post-modernism, feminism, and liberal Woodrow Wilson (as well as an excellent link to data bases). What about realism/neorealism, or hegemonic stability theory? Other than one non-working link to Machiavelli, there is nothing. On the numerous chapters that deal with international economics, one would never guess that there is any controversy about WTO or IMF policies; the links go only to these organizations.
Rourke, John T., and Mark A. Boyer. 2002. World Politics: International Politics on the World Stage. 7th ed.; 4th ed., 1999 Brief. Guilford, CT: McGraw-Hill/Dushkin
Best feature: The print and web site represent a top-of-the-line source for instructors in every category for both inclass and out-of-class support. The print manual offers in-class activities per chapter with directions on how to set up and forward discussion, how to set up and direct small groups or pairs, brief role-playing exercises, etc. This is a practical source for instructors whose forte is lecture rather than discussion. The manual offers out-of-class activities, and a short list of further reading for instructors.
Rourke's web site is worth exploring. Each chapter offers maps, charts, “further notes” with substantive information, and multiple interactive simulations. Some of these are creative—check his chapter 12 shopping cart for military expenditures.4
The defense-spending exercise inspired me to find a JAVA shopping cart and develop a two-week out-of-class exercise for the Midwest Institute for International/Intercultural Education (MIIIE). Students are asked to purchase weapons for the People's Republic of China, after directed research on Chinese foreign policy goals and security problems.
Exercises call for directedresearch on the web; others poll opinions of students. The number of classes using the texts means the
n can be in the hundreds. His “analyze the issue” requires research and, to respond, students must use critical thinking skills. Each chapter offers links to current news, chapter-oriented news, and a weekly update (plus a form to report to the instructor).
Rourke provides learning objectives for each chapter, and his test questions specifically indicate which objective is targeted (useful for assessment measures). The test bank offers multiple types of questions, and categorizes the level of difficulty for each question on a one to nine scale; it also indicates if the question calls for knowledge or comprehension. Each essay question gives instructors guidelines on the desired answer, including a suggestion on how to distinguish between a good or excellent response (print manual). Objective questions that appear on the “sample test” web site are marked in the manual. The site also presents a reasonably short set of annotated links per chapter and a glossary. Significant time and effort has gone into producing these features.
One Thumb Up
Baylis, John, and Steve Smith. 2001. The Globalization of World Politics. 2nd ed. Oxford: Oxford University Press. Companion web site
Best feature: Case analysis of Kosovo and Gulf War from four different theoretical perspectives. It offers a limited number of web links per chapter, but well beyond the usual US sources, and includes links to scholarly essays. It offers customizable PowerPoint lectures for downloading.
Mingst, Karen. 2002. Essentials of International Relations. 2nd ed. New York: W. W. Norton
Best features: Interactive role play and case studies (with teaching notes), plus maps, tables, and figures on the web site. The glossary has hyperlinks to related concepts and students can toggle between text and graphic illustrations to help understand concepts. An additional feature is Norton's “Lenses of Analysis” by Richard Harknet that enables students to move between three levels of analysis on the Peloponnesian War, Persian Gulf War, and Kosovo. The manual contains suggestions for class use. The web “library” is nicely organized (philosophy and history). The Mingst manual is on the borderline between one and two thumbs up, because what exists is so good.
Roskin, Michael, and Nicholas Berry. 2002. International Relations: New World of International Relations. 5th ed. Upper Saddle River, NJ: Prentice Hall. Companion web site by John Barkdull
Best feature: Out-of-class support. The web site “text features” are divided into concepts, history, classic thought, and reflections. Each offers a substantial paragraph followed by a short essay question. “Concepts” and “History” sections call for summary analysis; “Classic Thought” and “Reflections” ask more provocative questions that call for reasoning, justification, and higher order intellectual skills. These are excellent.
The Documents Online section, by chapter, has links to superb historical material not found on most sites. The offering includes oral history, streaming video, and links to, for example, letters home from Vietnam, McNamara's notes to Kennedy, Operation Condor, Armenian genocide, details of the war crimes trials on Bosnia, Japan's World War II surrender, and treaties. Instructors have to create assignments directing students to discover a topic, or risk that only a few will take advantage of the materials.
The Net Search offers multiple search engines (13), listing concepts, events, and names, by chapter. Instructors might need to explore the search sites before making an assignment, because many concepts do not lead to relevant materials on multiple engines. (“Bluff” for example, leads to Pine Bluff, Council Bluff, etc.; “balance of power” to a heavy metal band; “failed state” leads to four or five relevant sites.) LookSmart seemed to bring up appropriate materials more often than most search engines.
The web site identifies learning objectives, and offers PowerPoint slides, as well as map and photo images, that can be downloaded for lecture. It does not provide classroom activities.
Russett, Bruce R., Harvey Starr, and David Kinsella. 2000. World Politics: The Menu for Choice. 6th ed. Florence, KY: Wadsworth. Companion web site, no Print Manual
Best features: The web links lead in fascinating directions on several chapters (scientists view military contractors, democide, etc.). Instructors have to develop assignments. For research, the authors link to the course of tables and charts that appear in the text. A peculiar finding: the password-protected instructor web site is identical to the open student pages.
Spiegel, Steven L., and Fred L. Wehling. 1999. World Politics in a New Era. 2nd ed. Florence, KY: Wadsworth. Print Manual only, by Fred Wehling and Elizabeth Matthews
Best Features: Offers three levels of learning objectives (foundation, enrichment, mastery), and suggests grading standards based on these levels. Chapter outlines are detailed, with a section on how the chapter relates to central themes. The short reading list is starred to show the most useful items for supplemental course reading. Lecture suggestions are interesting, but require the instructor to develop the materials needed.
Viotti, Paul R., and Mark V. Kaupi. 2001. International Relations and World Politics: Security, Economy, Identity. 2nd ed. Upper Saddle River, NJ: Prentice Hall. Web author: Phil Barker; Print Manual: John Soares
Best features: “Faculty resources” on the web includes digital images by chapter, desirable for those using a video-projector in class. No classroom activities or projects are mentioned. However, the site serves as a student workbook. It asks them to visit institutional sites to discover specified information, then write a brief statement of findings. Activities on multiple chapters send students to the CIA World Factbook. The chapter on terrorism offers more interesting links and questions. The “text features” usually offer one question, sometimes with a link, requiring the use of critical thinking skills. These could be submitted for grading. Each chapter has links to relevant web sites, without direction. The print manual has a limited chapter outline, and a basic text bank.
Conclusion
The discipline has moved a long way toward active learning with the instructional materials now available. Our colleagues have been creative. One comes away from the manuals with a healthy respect for their ingenuity, and with ideas for our own courses. It is easier to award “two thumbs up” to specific features than to entire manuals and web sites. Other political scientists may want to re-rank these. So be it. After perusing some of these materials, no doubt you will want to thank the authors the next time you see them at a professional conference.
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